| Conference Registration Edit Registration WebCT Homepage | |
|
|
|
| Friday, 22 July 2005: 8:30 AM-9:30 AM | |||
| Yerba Buena Salon 04 (San Francisco Marriott) | |||
| L-8: Further Evidence on The Effectiveness of WebCT Versus Paper Testing | |||
| Detailed Description: | This session will present the results of a computer-based testing vs. paper-pencil testing study conducted in Fall 2004, which utilized 389 students from two distinct disciplines. The study includes assessment equivalence and students' perceptions of computer-based testing versus paper-pencil testing. | ||
| Presentation Format: | Paper | ||
| Topic: | Measuring outcomes: Student achievement and course success | ||
| Target Audience: | Faculty and Other Instructors, Institutional Research and Assessment Staff | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | As computer-based assessment of students' learning continues to expand in universities, attention is being directed toward the effectiveness of such testing methods versus the traditional “paper and pencil” method. The benefits of using the WebCT quiz tool include instant grade feedback to students and better assessment information. However, some studies suggest that computer-based testing imposes a burden on student performance. Such burdens include difficulties in navigating through the test and failure to accurately hit the desired keystroke or button. Previous studies have revealed mixed results on the equivalence of these two testing modes. As educators it is necessary to either validate computer-based testing or to demonstrate equivalence to the traditional paper test. This study provides new evidence regarding this important question. A sample size of 389 students was chosen from two distinct disciplines, the Principles of Economics and Introductory Management. One randomly selected group from each discipline took the first examination on a computer, while the second group took the same exam on paper. For the second examination in both courses, the groups were switched, that is, the group that received the computer test for the first exam received the second exam on paper. This study tests for assessment equivalence through score differences across the two test formats. Our empirical evidence suggests there is no significant difference across test formats. In addition, students were surveyed concerning their perceptions of the two testing modes with respect to reading ease, time needed to complete the exam, ease of movement through the exam, opportunities available for cheating, and general testing mode preferences. Finally this analysis examines the relevance of certain student demographic factors, such as age, grade point average, major, and computer preferences, to student exam performance. | ||
| Session Leader: | Patricia J. Euzent University of Central Florida | ||
| Co-presenters: | Linda B. Putchinski University of Central Florida Thomas Martin University of Central Florida Patrick Moskal University of Central Florida | ||
See more of The 7th Annual WebCT User Conference